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|a Kadel-Taras, Stephanie.
|0 http://id.loc.gov/authorities/names/n95076297
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| 245 |
1 |
0 |
|a Teacher Centered for Teacher Change /
|c Stephanie Kadel-Taras.
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| 260 |
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|a [Place of publication not identified] :
|b Distributed by ERIC Clearinghouse,
|c 1996.
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| 300 |
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|a 40 pages
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| 336 |
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|a ERIC Note: Paper presented at the Annual Meeting of the American Educational Research Association (New York, NY, April 8-12, 1996).
|5 ericd
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| 520 |
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|a Using findings from qualitative research with teachers in one urban, public high school, the study argues that teachers need to be teacher centered in order to change their practices and work toward improvement for the benefit of themselves and their students. Teachers (N=9) in this study recognized that, in order to do their best for students, they needed to center some of their energy and efforts on their own interests and requirements as learners and on their own needs for control, security, power, and a life outside of school. The teachers in this particular school acted on their own desires as learners and maintained control in the classroom and control over self in order to change their practices. The study concludes that efforts to empower teachers as change agents must recognize teachers' needs and allow teachers to articulate how they can best be supported in their work to change and improve. (Contains 45 references.) (Author/ND)
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| 533 |
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|a Microfiche.
|b [Washington D.C.]:
|c ERIC Clearinghouse
|e microfiches : positive.
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| 500 |
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|a Microform.
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| 650 |
1 |
7 |
|a Classroom Techniques.
|2 ericd
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| 650 |
1 |
7 |
|a Educational Change.
|2 ericd
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| 650 |
1 |
7 |
|a Faculty Development.
|2 ericd
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|a High Schools.
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|a Higher Education.
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|a Qualitative Research.
|2 ericd
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|a Secondary School Teachers.
|2 ericd
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|a Self Efficacy.
|2 ericd
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| 650 |
1 |
7 |
|a Teacher Improvement.
|2 ericd
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| 650 |
1 |
7 |
|a Teacher Student Relationship.
|2 ericd
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| 650 |
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|a Urban Schools.
|2 ericd
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| 653 |
1 |
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|a Teacher Change
|a Teacher Empowerment
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| 655 |
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|2 ericd
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|b Michigan State University
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